外研版高中英语必修五教案：Module 2 The Fifth Period Writing

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外研版必修5 Module2教案

Module Two A Job Worth DoingPeriod OneTeaching content:Introduction & Vocabulary and ReadingTeaching important points:1.Help the students master some new words related to the topic of this module;2.Help the students master some difficult language points and understand the passage;3.Help the students improve their reading skill.Teaching difficult points:1.Help them make sense of the new words related to the topic of this module.2.Help them master the important language points in this passage.3.Help them understand the passage better and improve their reading ability.Teaching procedures:Step 1 Lead-inWhat do you want to be in the future?(Ask several students to give their opinions.)Yes,everyone has their own dreams or career prospects[职业规划，事业前途，职业前途，晋升机会；prospect['prɔspekt]n.景象, 景色；前景，前途].There are many kinds of jobs in society,such as:doctor,teacher,cook,scientist,electrician,mechanic and so on.This module,we will talk about the topic:A Job Worth Doing.Step 2 Introduction1.Activity 1 on P11Look at the photos to understand and check the meaning of the words and phrases in the box;Read out the words in the box aloud together;If possible,ask some students to say something about the photos.【*2.Activity 2 on P11】This part can be omitted for our students.If possible,ask some students to say something.【*3.Activity 3 on P11】This part can be omitted for our students.If possible,ask some students to say something.Step 3 Pre-readingNext,we will read about a man and his work in Bolivia.Before reading,let`s review some words related to the passage.1.Activity1 on P12Read through the given information to understand and try to match;call back the answers and explain if necessary;read out the words together aloud to understand better and then divide the jobs into modern and traditional.2.Activity2 on P12Look at the picture and answer the questions.From the picture,we can see how dangerous the road is.Step 4 While-reading1.Fast reading[Activity 3 on P13]Read through the passage quickly and silently to get the main idea and match the headings with the paragraphs.After a while,call back the answers and explain if necessary.2.Careful Reading[Activity 4 on P13]Read through the text carefully and silently to get more details and find the answers to the questions.After a while,call back the answers and explain if necessary.nguage points【Ref:Notes to the text】Go through the passage together with the class to explain some language points.Step 5 Post-reading1.Read through the text individually and silently again to understand it better.Time permitting,listen to the tape and follow it.2.Activity 5 on P14Read through the given information to understand and try to find the words or phrases in the passage;call back the answers and explain if necessary.Step 6 Summary and Homework1.Summary: Summarize what they have learned in this period.2.Homework: Reading on P75-76 in workbook.Appendix: Notes to the text▲1.take…for granted以为…理所当然，想当然地认为…e.g:Don't take his help for granted.不要认为他的帮助是应该的。

外研社必修5module2教案

3.To learn from Timoteoand do whatever we canto make contributions to our society
过程
与
方法
team work, exploring , practice and conclusion
情感态
度与价
值观
Learn something about adventure in literature and cultivate the students’ interest in reading.
2
Timoteo works as____________ ___________and no one pays him for it,
so he isa ________.
3
His experience _______________________ him,
so he _________ his place directing the traffic.
•3. Can the bus driver see the lorry?
•4. Can the lorry driver see the bus?
Step 4 Reading .
Period 1.Fast reading .
1.Listen to the tape and match the headings with the paragraphs.
5. You go to this person toget your hair cut.
6. This person works in anoffice.
7. This person knows a lot aboutmoney.

外研版高中英语必修五全册全英文教案

外研版高中英语必修五全册全英文教案Module 1 British and American EnglishPeriod 1Introduction& Reading and speaking Teaching Aim:Help the students to know some differences between British English and American English.Teaching Important Point:Help the students to know some differences between British English and American English.Teaching Difficult Point:How to improve their speaking ability.Teaching Aid:the blackboardTeaching Procedures:Step1. Read the quotations and answer the questions:1) What is the topic of the quotations?2) Whose opinion is the most optimistic?3) Whose opinion is the most pessimistic?Step2. Read the emails and say what the writers have in common.Step3. Check the true statements1) People from Hong Kong can understand people from Beijing.( Open)2) People from Shanghai sound the same as people from Xi’an.(Not true)3) Chinese characters can be understood by all speakers of Chinese.(True)4) American English is very different from British English.(Not true)5) People from Britain can’t understand people from America.( Not true)Period 2 Reading& Language points Teaching Aim:Help the students to understand the text and some language points. Teaching Important Point:Improve the students’ reading ability.Teaching Difficult Point:How to improve their reading ability.Teaching Aid:the blackboardTeaching Procedures:Step 1. ReadingRead the passage and find out ways in which British and American English are different.Step 2. Complete the sentences with the correct words or phrases.Step 3. Language points1、get around: 四处走动，到处旅游eg. She gets around with the help of a stick.2、differ from: 不同于…differ in: 在…方面不同3、be similar to: 与…相似4、have difficulty (in) doing sth. 做某事有困难have difficulty with sth.5、at the flick of a switch：开关一开6、suggest:1）.表示“表明，暗示”时，后面宾语从句用陈述句语气。

外研版高中英语Module5教案

外研版高中英语Module5教案一、教学内容本节课选自外研版高中英语Module 5，具体内容包括Unit 1和Unit 2。

Unit 1主要讨论了现代科技对生活的影响，涉及到互联网、智能手机等话题；Unit 2以环境保护为主题，探讨了全球变暖、低碳生活等环保问题。

本节课将重点学习这两个单元的词汇、语法、阅读和写作技巧。

二、教学目标1. 理解并掌握Module 5的词汇和语法，能够运用所学知识进行阅读和写作。

2. 提高学生的听说能力，使他们能够在生活中运用英语进行有效沟通。

3. 培养学生的环保意识，引导他们关注社会问题，提高社会责任感。

三、教学难点与重点1. 教学难点：词汇的掌握、语法的运用以及阅读和写作技巧的提高。

2. 教学重点：Unit 1和Unit 2的主题内容，以及与之相关的词汇、语法和技能训练。

四、教具与学具准备1. 教具：PPT、黑板、粉笔、教学录音机。

2. 学具：教材、笔记本、字典、练习册。

五、教学过程1. 导入：通过展示现代科技产品和环保图片，引发学生对本节课主题的兴趣。

2. 新课内容展示：详细讲解Unit 1和Unit 2的词汇、语法和阅读材料。

3. 实践情景引入：设置真实语境，让学生进行角色扮演，运用所学知识进行口语交流。

4. 例题讲解：针对重点、难点，给出典型例题，引导学生分析和解答。

5. 随堂练习：设计针对性的练习题，让学生巩固所学知识。

六、板书设计1. Module 5 Unit 1 & Unit 22. 主要内容：Unit 1：现代科技对生活的影响，相关词汇和语法Unit 2：环境保护，相关词汇和语法3. 重点、难点提示：以不同颜色和字体突出显示。

七、作业设计1. 作业题目：英译汉：将Unit 1和Unit 2的阅读材料翻译成中文。

1) 智能手机让我们的生活变得更加便捷。

2) 保护环境是每个人的责任。

写作：结合所学内容，以“科技与环保”为主题，写一篇短文。

2. 答案：英译汉：略汉译英：1) Smartphones have made our lives more convenient.2) Protecting the environment is everyone's responsibility.写作：略八、课后反思及拓展延伸2. 拓展延伸：鼓励学生课后关注科技和环保方面的新闻，提高英语实际运用能力。

外研版高中英语必修五全册全英文教案

外研版高中英语必修五全册全英文教案一、教学内容二、教学目标1. 掌握本册书的核心词汇和短语，提高英语表达能力。

2. 了解并掌握各种时态和语态，为高考做好语法准备。

3. 培养学生的跨文化意识，提高学生的英语思维品质。

三、教学难点与重点1. 教学难点：虚拟语气的运用，复杂句型的理解和运用。

2. 教学重点：词汇、语法、阅读和写作技巧的培养。

四、教具与学具准备1. 教具：PPT，多媒体设备，黑板，粉笔。

2. 学具：笔记本，课本，练习册。

五、教学过程1. 导入：通过讨论与课程相关的话题，激发学生的兴趣，引入新课。

2. 新课内容：详细讲解各章节的重点词汇、短语、语法，进行例题讲解和随堂练习。

3. 阅读理解：指导学生阅读课文，分析文章结构和主旨大意，提高阅读技巧。

4. 课堂讨论：组织学生就某一话题展开讨论，培养学生的英语思维和表达能力。

5. 写作训练：结合教材内容，进行写作训练，提高学生的写作能力。

六、板书设计1. 核心词汇和短语。

2. 各章节重点语法。

3. 阅读和写作技巧。

七、作业设计1. 作业题目：（1）背诵并默写本节课的核心词汇和短语。

（2）完成课后练习册的相关题目。

（3）根据本节课的话题，写一篇短文，不少于100词。

答案：（1）见课本附录。

（2）见课后练习册。

（3）略。

八、课后反思及拓展延伸1. 反思：关注学生的学习情况，针对学生的薄弱环节进行有针对性的辅导。

2. 拓展延伸：推荐相关阅读材料，提高学生的阅读水平，拓宽知识面。

结合现实生活，让学生用英语表达自己的观点，提高学生的实际运用能力。

重点和难点解析1. 教学难点：虚拟语气的运用，复杂句型的理解和运用。

2. 教学重点：词汇、语法、阅读和写作技巧的培养。

4. 作业设计：作业题目的针对性和答案的详细性。

一、虚拟语气的运用和复杂句型的理解和运用1. 虚拟语气是高中英语教学中的重点和难点，尤其在Lesson 3 The future of cloning中，涉及对未来情况的假设和推测。

外研版高中英语Module5教案

外研版高中英语Module5教案一、教学内容本节课选自外研版高中英语Module 5，具体涉及Unit 1和Unit2的内容。

详细内容包括：Unit 1的Reading and Vocabulary部分，主要讲述英语新闻报道的要素和结构；Unit 2的Grammar部分，重点讲解现在完成时和过去完成时的用法。

二、教学目标1. 了解英语新闻报道的基本要素和结构，能够阅读并理解英语新闻。

2. 掌握现在完成时和过去完成时的用法，能够正确运用这两个时态进行句子创作。

3. 提高学生的英语听说读写能力，培养他们的跨文化交际意识。

三、教学难点与重点1. 教学难点：现在完成时和过去完成时的区别与运用。

2. 教学重点：英语新闻报道的阅读与理解，以及两个时态的用法。

四、教具与学具准备1. 教具：PPT、黑板、教学光盘、英语新闻素材。

2. 学具：英语教材、笔记本、字典。

五、教学过程1. 导入：通过展示一组英语新闻图片，引发学生对新闻报道的兴趣，进而引入本节课的主题。

2. 阅读理解：让学生阅读教材中的新闻篇章，指导他们分析新闻报道的要素和结构。

3. 例题讲解：结合教材，讲解现在完成时和过去完成时的用法，并通过例句进行演示。

4. 随堂练习：设计一些关于新闻报道和两个时态的练习题，让学生当堂完成，并及时给予反馈。

5. 小组讨论：让学生分组讨论新闻报道的主题，并运用所学时态进行句子创作。

六、板书设计1. Module 5 Unit 1 & Unit 22. 内容：Unit 1：新闻报道的要素和结构Unit 2：现在完成时和过去完成时的用法3. 例句：展示两个时态的典型例句七、作业设计1. 作业题目：用现在完成时和过去完成时各写5个句子，描述你的周末活动。

2. 答案：见附件。

八、课后反思及拓展延伸1. 课后反思：本节课学生对英语新闻报道的阅读理解和两个时态的掌握程度，以及教学过程中的不足之处。

2. 拓展延伸：鼓励学生在课后阅读更多的英语新闻报道，提高他们的英语阅读水平，同时布置一些关于新闻报道和时态的练习题，巩固所学知识。

英语必修五外研版Module2同步精品教案(3)

Step 2Grammar
1. Presentation
Purpose: To get the Ss to know the teaching content of Grammar
Show the following contents on the blackboard or PowerPoint.
◆表示两个紧接着发生的动作，常由以下词语连接，用一般过去时。如：but, and, when, as soon as, immediately, the moment, the minute。
The moment she came in, she told me what had happened to her.He bought a watch but lost it.
◆在before或after引导的时间状语从句中用一般过去时态代替过去完成时。
After he (had)left the room, the boss came in.We arrived home before it snowed.
◆常用一般过去时的句型：
Why didn’t you / I think of that?I didn’t notice it.
1）一般过去时的考点分析（考核重点）。
◆一般过去时的基本用法：表示过去的事情、动作或状态常与表示过去具体的时间状语连用（或有上下文语境暗示）；用于表达过去的习惯；表示说话人原来没有料到、想到或希望的事通常用过去式。如：
I met her in the street yesterday.I once saw the famous star here.
I forgot to tell you I had been there with my brother before.I didn’t recognize him.

外研版高中英语必修5 Module2 语法精品教案

Module2 语法精品教案Teaching Goals:1. To enable Ss to master how to remember new words.2. To get Ss to have knowledge of this grammar point: past simple, past continuous and past perfect tense.3. To enable Ss to make deductions about the past.Teaching Procedures:Step 1 Leading-inPurpose: To get the Ss to know the ways to learn words.Ask Ss to read Learning to learn and discuss what is provided for their learning strategies. Have they tried the method? Is it good? Ask them to give two examples of the method.Step 2 Grammar1. PresentationPurpose: To get the Ss to know the teaching content of GrammarShow the following contents on the blackboard or PowerPoint.（1）一般过去时的考点分析（考核重点）。

◆一般过去时的基本用法：表示过去的事情、动作或状态常与表示过去具体的时间状语连用（或有上下文语境暗示）；用于表达过去的习惯；表示说话人原来没有料到、想到或希望的事通常用过去式。

如：I met her in the street yesterday.I once saw the famous star here.They never drank wine.I thought the film would be interesting, but it is n’t.◆如果从句中有一个过去的时间状语，尽管从句中的动作先于主句发生，但从句中的谓语动词连用过去式。

外研版高中英语必修5 Module 2第一课时教学设计

外研版高中英语必修5 Module 2第一课时教学设计A JOB WORTH DOING【教材版本】外研版第五册(必修5)【设计理念】遵循“以人为本”的教学理念，以学习者的年龄和认知能力为基础，培养学生的阅读能力、认知能力和情感升华,并得到语言文化熏陶，从而养成正确的个人职业观，服务于他人，服务于社会。

【教材分析】Ⅰ知识结构分析：本单元围绕“job”(工作) 这一主题开展听、说、读、写教学活动。

“工作”是一个非常贴近生活、具有时代性、可挖掘性的教学主题. 本课时属于前期准备材料，主要是INTRODUCTION ,VOCABULARY and READING。

所选的语言素材涉及许多种不同的工作，通过本课的学习，让学生认识到各种工作的重要性，认识到什么样的工作才是真正有意义的，是值得做的。

通过阅读课文，快速寻找相关信息点得到正确的答案,是考试的要求，也使阅读能力的提高成为可能。

并在学生充分的复习巩固的基础上，为今后更深入的学习准备条件。

Ⅱ知识发展过程：通过INTRODUCTION部分激发学生联系个人理想、生活和工作实际，选择未来人生职业设想，进行讨论与口头回答，培养说的能力；通过阅读文章，快速寻找相关的信息点进行正确的解题思路训练；通过教师的正确指导与学生的正确理解，使学生掌握相关的知识点培养阅读技巧和能力，并运用于语言实践活动之中。

Ⅲ知识意义分析:帮助学生学习知识的同时，培养学生树立正确的人生观、价值观。

同时本单元的教学对教师本身的文化修养方面有非常高的要求，体现了师生共同不断更新知识结构以适应现代社会发展对英语课程要求的“与时俱进”的理念。

Ⅳ教学建议与学法指导说明:采用多媒体课件形式组织教学，按照“呈现—阅读技巧训练—语言实践——课后巩固”的思路组织教学，以学生为中心,以教师为主导，充分发挥学生的积极主动性，调动学生参与口语表达，信息点快速获取，语言练习活动，把每个学生融入教学活动中，尤其是口头问答，小组合作和师生互动。

module2教案(外研必修五).doc

Module 2 A Job Worth DoingThe First Period ReadingTeaching goals 教学目标1.Target language H 标语言a.重点词汇和短语dangerous, exciting, intellectual, manual, satisfying, stressful, volunteer; sheer, well / badly paid, in particular; in practice, death toll, pass by, take ... for granted, have an effect onb.重点句式This person has offered to do a job — and may not be paid for doing it.Many roads are in bad condition and accidents are frequent.But often they just pass by, taking the human traffic signal for granted.2.Ability goals 能力目标Help the students learn about Timoteo Apaza and his job・3.Learning ability goals 学能目标Enable the students to learn how to describe the importance of a job.Teaching important & difficult points 教学重难点Un derstand the im porta nee of Timoteo Apaza's job as a huma n traffic signalTeachi ng methods 教学方法Asking-answering activity, pair or group work and discussion.Teaching aids教具准备A recorder, a computer and a projector.Teaching procedures & ways 教学过程与方式Step I Lead-inShow the pictures of d iff ere nt people doing d iff ere nt jobs on the scree n, and ask the students to talk about jobs.T: There are all kinds of jobs in the world・ Look at the picture, what are their jobs?Ss: One is a solider and the other is a sportsman.T: What do you think of their jobs? Are they imports nt?SI: I think their jobs are very important. Without soldiers, our country will be defenseless and we are not safe. So their job is one of the most important jobs in the world.S2: In my opinion, sportsmen are also doing an important job. They train hard and win gold medals for our country. They show the power of our country.T: I agree with you. Every job is important, whatever big or small. For example, teachi ng is my job. I love this job and I think it is a job worth doing. Do you want to be a teacher when you grow up?S3:1 don't want to be a teacher. Teaching is tiring and the salary is not high. I want to be a businessman and fly to many places and enjoy life.S4: If no one of us wants to be a teacher, who will teach our children in the future? So I want to be a teacher. I think teaching is interesting and it is worth doing. Many years later;I will have a lot of students and they will make contributions to our country. I will be proud of them.T: Very good! I agree with you. We eat to live, not live to eat. People should live a meaningful and productive life. There is something valuable in the world that money carVt buy. You all have your own ideal jobs and I hope you can realize your dreams in the future. Step II IntroductionT: Today we are going to learn Module 2, "A Job Worth Doing". What is a job worth doing? After learning this module, well have a better understanding of jobs. First, look at the pictures on page 11. What are their jobs and how important are their jobs? Describe the jobs using the words in the box. You can choose one or two pictures.S5: In picture one, the \A/oman is a doctor. I think her job is well paid and needs patience. It is very important because if there were no doctors, we would suffer from diseases oreven die. So I think it is a job worth doing.S6: In picture five, the man is a pilot. To be a pilot, you need bravery because it is a dangerous job. But we need them to defend our country.T: You did a good job. There are thousands of jobs in the world. Why does a person need a job? You will have two minutes to discuss this question with your partners. Two minutes later, ask two students to answer the questions.S7:1 think a person needs a job because he or she needs to make a living. He or she needs to live, to eat and to do many other things. We all need money.S8: You are partly right. But money is not everything. People eat to live, not live to eat. Other than eating, we have more important things to do. In my opinion, a person needs a job because it is interesting, meaningful or challenging・ He or she loves it not only because of money, but to live a meaningful and productive life.Step III ReadingT: You are both reas on able. But there is such a perso n. He chooses a job — a job without any pay. Look at the picture on page 12. Where is the man standing?Ss: He is standing at a bend of the road on a high mountain・T: What is he holding in his hand?Ss: Something like a board.T: Can the bus driver see the lorry?Ss: No, the drivers can't see each other.T: So what is the man doing there?S: I think he is directing the traffic there.T: What kind of job is it? Why does he choose it? What kind of person is he? Do you want to know something about him?Ss: Yes.T: Ok. Today we will read a passage about him. Please read the text quickly. After reading it, you will have a further understanding about his job.Task 1 Fast readingT: I give you five minutes to read the passage・ Then do Exercises 3 and 4 on page 13. Five minutes later.Because Exercise 3 is easy, so just check the answer with the whole class.Task 2 Careful readingThis task is designed to help the students to understand the text better. The students should read the text carefully and find out the answers to the questions on the scree n. T: Read the text again and find the answers to the following questions. Then work in pairs to report your answers in class.Show the following questions on the screen.1.How are the life and the condition of communication in La Paz like?2.Why are there so many accidents there?3.Why has the death toll fallen?4.What do the drivers do when they pass by him?5.What effect did his last experienee have on him?A few minutes later.Sample answers:Pair 1SI: How are the life and the condition of communication in La Paz like?S2: Life is hard at such a high altitude and the mountains make communication difficult. Many roads are in bad condition and accidents are frequent.Pair 2S3: Why are there so many accidents there?S4: Because on one side are the high mountains and on the other side is a sheer drop, and there are many bends on the roads. What's wors©few drivers respect the traffic rules. Pair 3S5: Why has the death toll fallen ?S6: Because of a man named Timoteo Apaza. He acts as a traffic signal and directs the traffic. He is doing a meaningful job.Pair 4S7: What do the drivers do when they pass by him?S8: Some drivers give him a tip, but most of them just pass by, taking the human traffic signal for granted.Pair 5S9: What effect did his last experience have on him?S10: It had a profound effect on him. He thought he was lucky to be alive and he should do the job to help others. It is a mission for him.Task 3 ListeningThis part is to improve the students" pronunciation and intonation.T: Now I will play the tape for you. You just listen with your books closed. After listening, please underline some important sentences and phrases.Play the tape for the students.T: So much for listening. Let's underline some important sentences and phrases.Task 4 ExplanationShow the following on the screen. These sentences or phrases may be difficult for the students to understand.1.... many roads are in bad condition and accidents are frequent.2.a sheer drop3.... on average one vehicle comes off the road every two weeks.4.But thanks to one man, the death toll has fallen.5.But often they just pass by, taking the human traffic signal for granted.6.He had a close encounter with death.First ask the students to guess the meanings of the sentences and phrases using the con text. The n explain them to the stude nts.1.... on one side are the high mountains and on the other side is a steep drop, and there are many bends on the roads・ So the roads are very dangerous and accidents often happen.2."A sheer drop" means "a steep slope of a mountain".3.According to the average, the accidents often happen, about two weeks a time.4.Because Timoteo Apaza directs the traffic every day, the accidents dorft happen so often. He saved a lot of people's lives.5.Most of the drivers just drive their cars away from him, as 讦they didn't take notice of him, or they think they have nothing to do with him.6.An accident almost killed him.Step IV DiscussionThe discussio n is desig ned to help the stude nts un d erst a nd the text further and buildup a correct concept of life value. Make them form a right attitude towards work and society.T: Well, boys and girls. I dorft know whether you are moved or not. Timoteo Apaza is a volunteer. He does the job without any pay. What do you think of his job? Is it a job worth doing? I will give you five minutes to discuss the question. Then give me your opinio ns. Five minutes for discussion.T: Time is up. Which pair wants to have a try?Ask a pair to present their opinions.SI: I really can't understand why he chooses the job, for he can't make any money from it. I think it is not a job worth doing.S2: That is because he once had a close encounter with death. He knows the values of life. So he wants to save the others' lives. He thinks it is his mission and a job worth doing.SI: But don't you think it unnecessary for him to do that? Isn't there any practical and modern way to solve the problem ? For example, he can make electrical lights, using red and green lights.S2: Maybe there is much difficulty for him to solve the problem in that way. But he is the only person who has done something for this and he has saved a lot of people. In my opinion, he is a person who deserves our respect. He sacrifices a lot for others' happiness. We should learn the spirit from him.SI: Oh, I see. I can't agree with you more.T: I am glad that you two have learnt something from him. You did a good job. Pleasesit down.Step V Text AnalysisT: Now read through the text again and summarize the writing characteristics of it.A sample version:The writer uses an un usual title "The Huma n Traffic Sign al ” to attract the readers' attention and arouse their interest. Then the text tells us the bad condition of many roads in La Paz. Afterwards, it tells us why the death toll has fallen 一because of the human traffic sign al (Timoteo Apaza). At last it tells us why he chooses the job. After reading it, we are easily moved.T: What is the main idea of the text?SI: Let me try. Both life and communication are difficult in La Paz. Accidents often happen on some dangerous roads. Timoteo Apaza, a volunteer, who had an accident and had a close encounter with death, realized that it is necessary to direct the traffic. Because of him, the death toll has fallen. He is an ordinary as well as great man.T: Then who can tell us the writing purpose of this text?S2: By describing the special job of Timoteo Apaza, the author wants to show us that the value of a job is not money. Instead, it lies in the happiness of serving society. We should form right attitudes towards work and society.Step VI HomeworkT: Today we have learnt some words about job and a passage about a person. From the text we know that Timoteo Apaza is an ordinary person, and he does an ordinary job, but he has a noble mind. He devotes himself to saving others' lives. We can say he is greatly respectable. From this story, we know we can make great contributions to society eve n we do ordinary jobs. If every one of us has this spirit, the future will become better. Homework for today:1.Read the text again, and remember the language points.2.Do Exercise 1 on page 12 and Exercise 5 on page 14・The Third Period Listening and SpeakingTeaching goals 教学目标1.Target language Fl 标语言a.重点词语和短语apply for, con tract, career prospectsb.重点句式Do I have to do any special training?How did you find out about us?What makes you think you'll like the job?What sort of career prospects will I have with you?When can I start work?2.Ability goals 能力目标Enable the students to apply for a job, ask and answer questions about a job.3.Learning ability goals 学能目标Help the students learn how to apply for a job and perform well in an interview. Teaching important & difficult points 教学重难点Get the students to ask and answer questions properly in an interview when applying for a job・Teaching methods 教学方法Listening and task-based activity.Teaching aids教具准备A tape recordeo a projector; a microph one and some slides.Teaching procedures and ways 教学过程与方式Step I RevisionCheck their homework.Revision of the grammar.T: Now, let's do some exercises to practise the grammar you reviewed yesterday.Show the exercises on the screen.1.The policemarfs attention was suddenly caught by a small box which ________ p laced under the Minister's car. （2005 广东）A. has beenB. was beingC. had beenD. had been traveling2.—How are the team playing?一They are playing well, but one of them _____ hurt. （2002 春招）A. gotB. getsC. areD. were3.一You haven〃t said a word about my new coat, Brenda. Do you like it?——Km sorry. I ____ anything about it soon er. I certai nly think it's pretty on you. （2002全国）A. wasn't saying B・ dor/t sayC. wor/t sayD. didrVt say4.The news came as no surprise to me. I ______ for some time that the factory was going to shut down. （2003 北京）A. had knownB. knowC. have known D・ know5.1 arrived late; I _____ the road to be so icy. （2004 北京春）A. wouldn't expectB. haverVt expectedC. hadn't expectedD. wasn't expecting6.He kept looking at her, wondering whether he ______ h er somewhere. （2004 V胡」匕）A. sawB. has seenC. seesD. had seen7.Sorry Km late. I ____ have turned off the alarm clock and gone back to sleepagain. （2000 北京春）A. mightB. shouldC. canD. will8.I ____ h ave been more than six years old when the accident happened. （2005 天津）A. should n'tB. could n'tC. mustn'tD. needn't9.——What's wrong with your coat?一Just now whe n I wan ted to get off the bus, the man next to me _____ on it. （2005 重庆）A. satB. had satC. had been sittingD. was sitting10.I have lost one of my gloves, I _____ it somewhere. （2005 北京春）A. must dropB. must have droppedC. must be droppingD. must have been droppedKey:1~5 CADAC 6~10 DABDBStep II ListeningT: We are going to liste n to an in terview. In this interview, Claire is applyi ng for a job. Liste n to Part 1 of the in terview, and say what job he is applying for. Play the tape and ask a student to answer the question.T: In the in terview, Claire asked the man ager some questi ons. Write a questi on he may ask the manager.SI: He may ask: "When can I start work?"S2:1 think he will ask "How about my salary?"S3: What are the hours?• • •T: Then what questions would the manager ask him?S4: Do you have any working experience in this field?S5: What makes you think that you are qualified for this job?S6: What kind of person do you think you are?S7: What are your hobbies?• • •T: OK. Let's listen to Part 2 of the in terview, and check whether Claire asked your questions or not.Play the tape, and let the students check the questions they have written.T: Read the form in Exercise 3. It is a resume of Claire. Find the items you have to write down. Then listen to Parts 1 and 2 again and get the specific information.Play the tape again. After the students complete the form, check the answers with the whole class.Ask the students to do Exercise 4 and then check the answers together.Step III SpeakingT: Now let's role-play the interview we just heard. Work in pairs, one of you will be the manager, and the other Claire. Ask and answer the questions in Exercise 4. You may add more questions.Give the students 6 minutes to make up dialogues.6 minutes later. Ask a pair to act out the situation.• • •T: Won derful performs nee. Now choose another job and role-play a similar situatio n. Sample dialogue 1:A: Good morning, sir! I am Liu Yang. Nice to meet you.B: Good morning!A: I am here to apply for the job.B: How did you find about us?A: I read an advertisement in the newspaper.B: What makes you think you'll like the job?A: I like the job because I think the job is interesting as well as challenging.B: Have you traveled much yourself?A: Yes, I have traveled much. I like traveling and communicating with different people. B: What languages can you speak?A: Besides our native language, I can speak English and a little French.B: Very good. Do you have any questions about the job?A: Yes. Do I have to do any special training before I work?B: Yes, you need a ten-day training.A: What about the hours?B: We \A/ork 8 hours a day and five days a week. You have known the salary from the paper. You can start work next month. Any other questions?A: No. Thank you! See you next month then.Sample dialogue 2:A: How do you know we need a teacher?B: I read an advertisement in the local paper.A: Did you teach before?B: Yes. I have taught English for 3 years in a school in Beijing.A: What languages can you speak?B: I can speak English and a little Japanese.A: What makes you think you are qualified for this job?B: I have three years of experience. I like teaching and I like being with kids. So I think I am fit for the job.A: OK, you will be a member of our school. Congratulations. You can start work next week. B: Thank you very much.Step IV Listening and Speaking (WORKBOOK)T: Please turn to page 77. First read the two advertisements in Exercise 10. After reading, tell what jobs are being advertised?SI: In the first advertisement, the job is to look after the children of guests to a hotel. While in the second advertisement, a teaching assistant is wanted.T: You got it. Now listen to Part 1 of the interview and decide which job Peter is applying for?Play the tape and then check the answer with the class.T: After listening, we know that Peter is applying for the job in the second advertisement. Do you think the head of the school will give Peter the job? Why?Let the students discuss the question in groups. And then ask two groups to present their opinions.T: Now let's listen to Part 2 of the in terview and decide if you were correct about Peter's job.Play the tape and let the students check their predict!ons.Let the students finish Exercise 13 and then check the answers with the class.Step V Homework1.Preview CULTURAL CORNER and Reading in WORKBOOK.2.Do the exercise in EVERYDAY ENGLISH on page 17 and remember the words and phrases.The Fifth PeriodWritingTeaching goals 教学目标1.Target language R 标语言a.重点词汇和短语CV, post, qualification, referee, personal qualities, apply for; in response tob.重点句式I am writing in response to your advertisement for a temporary position as a waiter.I would be grateful if you could send me more information about the post(s) available.2.Ability goals 能力目标Enable the students to write a letter of application.Enable the students to write a CV.3.Learning ability goals 学能目标Help the students learn how to write a job application and a CV.Teaching important & difficult points 教学重难点What is a CV and how to write it?Teaching methods 教学方法Task-based method and pair work.Teaching aids教具准备A computer and a projector.Teaching procedures & ways 教学过程与方式Step I RevisionCheck the homework・T: I asked you to write a short passage about the questions: Are there any jobs that women carVt do? And why can't they do them? Who would like to read your passage? Sample passages:1.In my opinion, there are man y jobs that wome n can't do. They don't have eno ugh strength and sometimes they are timid. Even a mouse can frighten them. Many jobs need bravery and strength.2.I don't think there are any jobs that women can't do. Women can fly to space, reach the Antaretie, and climb the highest mountain Qomolangma. In every field, such as medicine, military, scienee, computer; intellectual and so on, there are many famous women. Women are especially good at doing some small jobs while men can't do them well, because men's fingers are too big.Step II WritingT: Yesterday we have read a passage about applying for a job. What are the necessary things that you must let the boss know?Ss: Your school education, language you speak, your character and experiences.T: Good. But do you know how to write a good application? Is it similar to the in troductio n that we hear when two str a ngers meet?Ss: I think they have something similar.T: But they have many differences. Let's look at the rules of writing an application. When writing an application, you should make your application serious. Please remember the golden rule: Always give the mon key what he wan ts. Pay atte ntion to the following rules:Show the following on the screen.e plain words to make your application easily understood. Introduce your age, education and qualification, work experienee and your special skills, personal qualities, and interest. Don't introduce something that is not related to the application.2. You bust be hon est and con fide nt. You should introduce yourself as you are and should have eno ugh confide nee.3.Make your application neat and beautiful. “ Dress makes the man.（佛要金装, 人要衣装）” The handwriting is very important. A good and neat handwriting will make a good impression on the boss.4.A letter of an application should be formal. Don't use oral words. Try to use some formal expressions.T: In order to improve our writing, I have found some sentence patter ns. They are very useful when you write an application. Read and remember them.Show the sente nee patter ns on the scree n.1- At the beginning: some reasons and motivationI wish to apply for the job you are offering in …Learning from …that you are looking forI should like to apply for the post.I am writing this letter in the hopes that you will be able to offer me ...2.In the middle: introduce yourselfI graduated from ... in 2003.I am majoring in …/ My major is...I am experieneed in driving cars.I am twenty・three and had two years' experienee in my present post as...3・ At the end: ask some information about interview and connecting waysI shall be glad to call for an in terview at any time.I hope to have the pleasure of an in terview.I look forward to your call at 66182347.Yours respectfully / faithfully / truly...T: Now turn to page 18. Read the five temporary job offers in Exercise 1 and the letter of application under them. Judge which job the writer is applying for.After the students finish reading・Ss: The writer is applying for the post of waiter in Major Catering Company.T: You are right. Now write a letter asking about one of the other jobs・Give the students 10 minutes to write the letter.10 minutes later.T: I will ask some students to read your letter of application. Jane, would you like to read you application?A sample writing:Dear Sir or Madam,I am a student from No.l Middle School of Tengzhou. I am glad to learn that you want sales staff. I am quite interested in it. I think I am fit for the job. As a student, I have read a lot and have much knowledge in many fields. I am fond of fashion design and do well in speaking English and writing. Above all, I am about 1.7 meters tall and outgoing. I can always get on well with others. So I am sure I can do the job well if I get the position.I am looking forward to your reply.Yours faithfully,JaneT: OK, let's look at another example.（2005山东卷高考书面表达）假设你是新华屮学的学生李华，得知某英文报招聘兼职记者，你冇意应聘，请按下列要点给报社写一封口荐信。

外研版高中英语必修二备课Module 2 No Drugsthe 5th Period教案

Period 5 Cultural corner; Task; Module File 整体设计教材分析This period is not only a conclusion of the whole module but also an extension of the topic. The passage cultural corner is how US organizations help people give up smoking. Four Ds coming from the California Smokers’ Helpline are given to help people who want a cigarette. After that, follow some ideas to help people to give up smoking. Three questions are designed to test the readers’understanding and the ability to solve problems. The task in this module is to prepare a presentation on the dangers of smoking. Activity 1 is to make a list of the dangers of smoking by using information from news items the students have seen in magazines or on TV. Then ask the students to discuss the items listed in activity 1 with other members in their group. After that, discuss the questions in activity 3. This task can train the students’ ability to do group work and their skills to organize an article. Module file is a summary as well as a self-assessment of this module. It may help the students to know whether they have mastered the main points or not. If time permits, the teacher may have a revision of this module by analyzing this part and consolidate it with some exercises.三维目标1. 知识与技能1)Make the students master some tips on stop smoking.2)Lead the students to know the dangers smoking can cause.3)Improve the students’ reading skills.2. 过程与方法1)Skimming to make the students get the main idea of the passage.2)Explanations to make students understand the passage better.3)Analyzing and comparing to raise their cultural awareness.3. 情感与价值Through the study of cultural corner and task the students may get an all-round understanding of the bad habit—smoking. Hence, it helps them develop a good living habit.教学重点1. Make the students get the main idea of the passage.2. Get the students to know the importance of stopping smoking.教学难点1. Train the students’ ability to do group work and their skill to organize an article.2. How to improve their reading skills.3. How to foster the sense of cultural awareness.教学过程→Step 1 Revision1. Greet the students as usual.2. Check their homework.→Step 2 Cultural Corner1. Lead-inSuppose your father is a heavy smoker, how can you persuade him out of smoking? Discuss it with your partner and then speak out your possible ways.The students can think of various ways. Try to encourage them to use their head.Today we’ll learn some other way of giving up smoking. Let’s come to the cultural corner.2. ReadingRead the passage and answer these questions.(Show the following on the screen. )1 Which of the four Ds do you think is the best idea?2 Which of the other ideas do you like best?3 Do you think you would follow this advice if you were a smoker?After they finish the questions, give more students chances to present themselves.(Students’ own answers. )→Step 3 Task1. Work in groups. (Put the students into group of four as usual. )Make a list of the dangers of smoking. Use information from new items that you have seen in magazines or on TV. If possible, go to the Internet for some information.2. Discuss the items in your list with other members of your group.Ask the students to compare their lists with their group members and produce the best list for the group.3. Discuss these questions.(Show the following questions on the screen. )1 What is the biggest danger of smoking for people where you live?2 What are the personal experiences of the people in the group? (e. g. home life, traveling on buses and trains)3 What are the best ideas for giving up smoking in Cultural Corner?While they are discussing, one of the members writes down some key points in hope of giving some help for next activity.(They may give possible answers. )4. Prepare a presentation for the rest of the class based on the discussion above.Encourage the students to use the board, posters or other media to make their presentation more interesting and better designed.If time permits, give each group a chance to present their work.→Step 4 Module FileThis section lists the main points dealt with in this module. The teacher may give the students 10 or more minutes to go through it, pointing out the points they are not sure of. The students can use this part as a self-assessment.→Step 5 Summary and HomeworkThe teacher summarizes this period. Through the study of this period, the students know more about the dangers of smoking. They will not smoke in the future and help their relatives and friends give up smoking. Their homework is to go over this module and finish all the exercises on workbook.板书设计Module 2 No DrugsPeriod 5Cultural corner:Ways to help stop smokingTask:Make a list of the dangers of smoking活动与探究Surf the Internet to look for more information or stories about smoking and taking drugs and share them with the rest of the class.备课资料Background InformationAbout smokingWhy quit smoking?Most people know that smoking can cause lung cancer, but it can also cause many other cancers and illnesses. Take the UK for example, smoking kills around 114 000 people in the UK each year. Of these deaths, about 42 800 are from smoking-related cancers, 30 600 from cardiovascular disease and 29 100 die slowly from emphysema and other chronic lung diseases.How do cigarettes damage health?Cigarettes contain more than 4000 chemical compounds and at least 400 toxic substances. When you inhale, a cigarette burns at 700℃ at the tip and around 60℃in the core. This heat breaks down the tobacco to produce various toxins. As a cigarette burns, the residues are concentrated towards the butt.The products that are most damaging are:·tar, a carcinogen (substance that causes cancer)·nicotine is addictive and increases cholesterol levels in your body·carbon monoxide reduces oxygen in the bodycomponents of the gas and particulate phases cause chronic obstructive pulmonary disorder (COPD).The damage caused by smoking is influenced by:·the number of cigarettes smoked·whether the cigarette has a filter·how the tobacco has been preparedHow To Quit SmokingOne of the most vicious diseases in today’s times is smoking. It makes a person baffle for air 3 times more than a non-smoker. It has very many repercussions on the life of the smoker and those around him. It leads to lung cancer and various heart diseases like asthma and emphysema. We should thus abhor this deadly disease and quit smoking.Workbook Answer Keys:Grammar1 1 in order to/to/so as to2 in order to/to/so as to3 in order not to/so as not to4 in order not to/so as not to5 in order to/to/so as to6 in order to/to/so as to7 in order to/to/so as to2 1 d, so 2 a, such3 b, such4 c, such3Students’ own answers.41 so2 As a result of3 as a result of4 as a result of5 as a result of6 SoVocabulary5 1 smoking: cigarette, nicotine, tobacco2 drugs: cannabis, crack cocaine, ecstasy, nicotine3 crime: burglary, criminal, drug addict, drug dealer, illegal, shoplifting, steal, thief6 1 b 2 a 3 b 4 b 5 b 6 a7 1 addictive 2 deadly 3 immediately 4 increasingly 5 dangerous81d 2 e 3 f 4 b 5 a 6 cReading9 1 B 2 E 3 A 4 D 5 C10 1 Drug use in Britain is increasing because drugs are cheaper and easier to buy today.2 British teenagers take more drugs than teenagers in other European countries.3 The most common drug is cannabis.4 Class A hard drugs, including crack cocaine.5 The treatment is only successful for a very small proportion of drug users.6 To copy their friends and to look cool; so as to have a good time and feel good11 30%: the increase of drug use in Britain in the last five years35%: the percentage of 15-16 year olds who say they have tried cannabisone in twelve: proportion of 12-year-olds who have tried drugs500 000: number of Class A drug users in Britain￡390 million: money spent every year on drug treatment centers￡3000: money spent to help each drug user every year3800: number of addicts who stop taking drugs at treatment centers every yearSpeaking and listening1210,10, Note: Non-smoker refer to those who don’t smoke regularly13Example sentences:Half the students live in homes where others smoke.One student out of ten has friends who smoke.14&15 Students’ own answers.16 TapescriptMother: How many cigarettes do you smoke?Son: Not many. Only about two a day.Mother:I’m not sure I agree with that. I think you smoke more than five a day. You smoke before you go to school and you usually have two cigarettes in the evening, so I know that you smoke more than two a day.Son: How do you know how many I smoke?Mother:Well, I’m your mother. I live with you and see you every day.Son:All my friends smoke. What’s wrong with cigarettes? They’re better than drugs!Mother:But they are drugs!In fact, they are so dangerous that millions of people die every year as a result of cigarette smoking.Son: You can’t be serious.Mother:I am serious. And even if it doesn’t kill you, you can get illnesses and diseases from smoking. Did you know that a quarter of young people who smoke more than ten cigarettes a day will die prematurely as a result of smoking?Son: I don’t agree with you. None of my friends have got diseases.Mother:Yes, but they’re young. The diseases will come later. Anyway, that isn’t quite true. You’ve already got a bad cough.Son: Yes, I know. I cough a lot at night.Mother: Would you like me to help you stop smoking?Son: It’s not easy to stop. Can you really help me?Mother:Yes, I can. Remember, I stopped smoking five years ago, so I know it isn’t easy. But it’ll be easier now than when you are older.Son: Yeah, I would like to stop. But when I’m with my friends I always want a cigarette.Mother:The first thing to do is to keep away from people who smoke for a few weeks.Son: What!Not see my friends!I can’t do that!Mother:It’s the only way. And it will only be for a few weeks.Son: What will I do?Mother:You must keep busy. Do something new. Then you won’t think about smoking. Why don’t you join the sports club. It’ll help you to forget about cigarettes.Son: OK. I will think about it.Answer: Statement 317 1 at least five 2 All 3 just as dangerous as 4 Millions 5 ten 6 The boy 7 wants 8 to think about stoppingSpeaking and writing18Students’ own answers.19The writer is for smoking.20Students’ own answers.。

高中英语新课标外研版必修2教案(Module 5 Newspapers and Magazines the 5th Period)

Period 5Cultural corner; Task; Module File整体设计教材分析This period contains three parts, that is, Cultural Corner, Task and Module File. The first part is a passage mainly about the differences between quality newspapers and popular newspapers in Britain and the united states. If your class isn’t of high level or the time is not enough, this part may be dealt with as an extensive reading material. But if so, you can first carry out a survey among the students to check what they know about the two kinds of newspapers, which may serve as the pre-reading activity. In the course of reading the students should consciously compare the differences between quality newspapers and popular newspapers in Britain and the United States, while the teacher can provide them with a chart in which they give them some information about the British newspapers. At last carry out a discussion among students: what are the main differences between quality newspapers and popular newspapers in Britain and the United States. The second part is Task, which aims at teaching how to write about your favourite newspaper or magazine. This is group work.They should gather and decide what to write. At the end of the class teachers can summarize what they have learned in this module. If time permits, teachers may offer some exercises in relation to the knowledge of this module to have a consolidation. hfeXbQNoI2三维目标1. 知识与技能1>Important words or phrases:be divided into concentrate on financial found be similar to tabloid the quality press the popular presshfeXbQNoI22>Difficult sentences:(1>They have large headlines, a lot of big photographs and concentrate on news and events about famous people, and news about the British royal family. (长难句>hfeXbQNoI2(2>In the united states, newspapers usually have the name of the city where they are produced.hfeXbQNoI2 <Where 引导的定语从句）2. 过程与方法1>Encourage the students to check what they have learned often.hfeXbQNoI22>Explanations to make students master the language points in the passage.hfeXbQNoI23>Comparative method to help the students know more about the differences between quality newspapers and popular newspapers in Britain and the United States.hfeXbQNoI24>Skimming to get the general idea of the passage.5>Pair work or group work to finish the task.3. 情感与价值Through reading “Daily Newspapers In Britain and the United States”, students will learn about the differences between quality newspapers and popular newspapers in Britain and the United States. In addition, they can learn some skills about writing about the favourite newspaper or magazine. Then they will go over the language points they have learned in this unit. hfeXbQNoI2教学重点1. Compare quality newspapers and popular newspapers in Britain and the United States.hfeXbQNoI22. Write about the favourite newspapers or magazines. hfeXbQNoI2教学难点1. How to write about your favorite newspaper or magazine.hfeXbQNoI22. Deal with some difficult language points.教学过程→Step 1 Revision1. Greet the students as usual.2. Check their homework assigned last period.→Step 2 Cultural CornerThis part is used to enlarge the students’knowledge. Teachers may choose the teaching method according to the time in class and deal with the text by means of skimming, scanning, or extensive reading. If time is not permitted, you can also ask students to read it after class and assign them some writing task to make sure they read it carefully.hfeXbQNoI21. Pre-readingOption 1:Bring some copies of British or American newspapers into the class. This would be a good time to talk about the newspapers and let the students see what they look like.hfeXbQNoI2Questions:1. Here are some English newspapers. Do you know anything about them, like in which country they are published, if they are popular and so on? hfeXbQNoI22. Can you tell the class any other newspapers in English? hfeXbQNoI2Option 2:Before the class, teachers may assign students some tasks—surfing the internet and find out as many famous newspapers or magazines as possible. And then list them out and read the names of the newspapers and magazines to students in class. Students may discuss the newspapers and magazines they are familiar with and find out the answers to the following questions. (Show the questions on the screen. >hfeXbQNoI21. Can you classify the magazines or newspapers?2. What kind of newspapers of magazines that they belong to?hfeXbQNoI23. Can you find out the differences among the different kinds of newspapers and magazines?hfeXbQNoI24. What kind of newspapers or magazines do you like best?hfeXbQNoI25. If you are an editor to a newspaper, what do you want to do to attract the readers to read the newspaper? hfeXbQNoI22. While-readingSkimming(1>Ask the students to read the two questions below and make sure they can understand them. They ask them to read the passage quickly and silently and try to find out the answers to the two questions.hfeXbQNoI2(Show them on the screen. >How many kinds can the newspapers be divided into?What are they?(2>After they have finished reading, teachers may give them some time to swap their answers and discuss them.hfeXbQNoI2(3>Teachers collect the answers from the whole class.hfeXbQNoI2Suggested answers:2 kinds of newspapers the quality press and the popular presshfeXbQNoI2Scanning(1>Read the passage for a second time and find out the differences between quality newspapers and popular newspapers in Britain and the United States. (Show the table on the screen. >hfeXbQNoI2Quality newspapers Popular newspapers/tabloid(2>Students swap their answers with their partners and teachers walk around the class and find out some problems while they are discussing.hfeXbQNoI2(3>Collect the answers from the whole class.Suggested answer:Quality newspapers Popularnewspapers/tabloidhome and international newssports; cultural events; financial reports; travel news; and book; film reviews (In the United States, newspapers usually have the name of the city where they are produced. >large headlines; a lot of big photographs; news about famous people3>Discussion(1>Divide the students into four or five groups and make them have a discussion. The topic is “What are the differences between quality newspapers and popular newspapers in China? ”(Show it on the screen. >While discussing, each group should have one student act as the recorder and reporter and ask him or her to write down the key points they find out in the discussion.hfeXbQNoI2(2>Have several reporters represent their group to report the result to the whole class.hfeXbQNoI23. Post-readingTask 1: Deal with the difficult language points in this part.hfeXbQNoI2(Show the following on the screen. >1. be divided into 被分成……The apple is divided into 3 parts.苹果被分成了3半。

高中英语外研版必修5【教学设计】Module 2

Module 2 A Job Worth Doing本模块以一份有价值工作为话题，通过学生对各种工作讨论，使其更加了解各种工作种类。

并能运用所学的有关工作应聘相关写作知识写一封求职信。

1.掌握并记忆本课的重点词汇和短语。

2.培养学生的阅读能力，训练学生阅读速度，查读的阅读技巧；训练学生学会找主题句，归纳文章主旨，运用想象，联想，学会用英语思考的能力。

3.学生能有效区分与运用易混淆时态：一般现在时，一般过去时，现在进行时，过去进行时，现在完成时，现在完成进行时，过去完成时。

4.学会用英语来写一封求职信。

【过程与方法目标】1.通过让学生观看图片学习相关职业英文单词2.通过朗读指导，自主探究，小组活动等方面来引导学生掌握这个单元的单词，文章和知识点。

【情感态度价值观目标】1.了解不同的有价值有意义的职业。

2.能够用英语写一封求职信。

【教学重点】1.学习和掌握本课生词。

2.让学生掌握易混淆时态，如：过去完成时。

【教学难点】1.多层次的训练阅读能力，提高阅读水平PPT、录音机等Step 1 Introduction1. Lead-inT: Here comes a question. What a kind of job would you like to do in the future?S: I would like to be a doctor, because we can treat and save people.S: I would like to be writer, writing a fantasy novel.2. IntroductionT: Very good! What kinds of jobs do you know?Ss: barber, cook/ chef, secretary...T: Please open your books. Look at the words in the box which all describe the types of jobs. 3. Pair-work: which job would you like to do in the future and why?1). The teacher shows model.I want to be a(n) _______, because it’s _______. Or I don’t want to be a __________, because it’s _______.2). Ss speak out their choices and explain the reason.Step 2 Cultural Corner1. Lead-inT: In the introduc tion part, we’ve learned kinds of jobs. After graduation, all of you should find a job, what will you do? What are the fastest growing jobs in China/ in the world?S: I think the fastest growing jobs in China is pilot, because there is a great need for air traffic. T: Good! Today let’s learn something about Growing jobs.2. Read the text and answer the questions.a. What are the fastest growing jobs mostly related to?b. How many jobs does the passage refer to? And what are they?3. Read again and discuss the important expressions..1) According to/ be related to/ be connected to/2) Demand: n [U]需要demand for...Be in demand/ satisfy one’s demand。